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Lewis, Katherine E.; Fisher, Marie B. – Journal for Research in Mathematics Education, 2016
Although approximately 5-8% of students have a mathematical learning disability (MLD), researchers have yet to develop a consensus operational definition. To examine how MLD has been identified and what mathematics topics have been explored, the authors conducted a systematic review of 165 studies on MLD published between 1974 and 2013. To move…
Descriptors: Mathematics Education, Mathematics, Mathematics Instruction, Learning Disabilities
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McMullen, Jake; Hannula-Sormunen, Minna M.; Laakkonen, Eero; Lehtinen, Erno – Journal of Educational Psychology, 2016
Many people have serious difficulties in understanding rational numbers, limiting their ability to interpret and make use of them in modern daily life. This also leads to later difficulties in learning more advanced mathematical content. In this study, novel tasks are used to measure 263 late primary school students' spontaneous focusing on…
Descriptors: Numbers, Mathematical Concepts, Elementary School Students, Predictor Variables
Purpura, David J.; Ganley, Colleen M. – Grantee Submission, 2014
Children's early mathematics skills develop in a cumulative fashion; foundational skills form a basis for the acquisition of later skills. However, non-mathematical factors such as working memory and language skills have also been linked to mathematical development at a broad level. Unfortunately, little research has been conducted to evaluate the…
Descriptors: Preschool Children, Kindergarten, Short Term Memory, Language Skills
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Eichhorn, Melinda S. – International Journal of Research in Education and Science, 2018
When teachers conduct a universal screening in mathematics, they identify students who are struggling with mathematical content and adjust their instruction. In this mixed-methods study in Kolkata, India, teachers piloted a screening tool at the beginning of the academic year in 5th grade to determine students' (n = 171) understanding of…
Descriptors: Fractions, Mathematics Instruction, Mixed Methods Research, Foreign Countries
Sims, Darcey M.; Purpura, David J.; Lonigan, Christopher J. – Grantee Submission, 2016
Objective: Despite strong evidence that inattentive and hyperactive/impulsive behaviors are associated with mathematical difficulties in school-age children, little research has been conducted to examine the link between these constructs before the start of formal education. The purpose of this study was to examine how different manifestations of…
Descriptors: Hyperactivity, Correlation, Preschool Children, Mathematics Skills
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Foster, Matthew E.; Anthony, Jason L.; Clements, Doug H.; Sarama, Julie; Williams, Jeffrey M. – Grantee Submission, 2016
This study evaluated the effects of a mathematics software program, the Building Blocks software suite, on young children's mathematics performance. Participants included 247 Kindergartners from 37 classrooms in 9 schools located in low-income communities. Children within classrooms were randomly assigned to receive 21 weeks of computer-assisted…
Descriptors: Mathematics Education, Arithmetic, Kindergarten, Computer Assisted Instruction
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Purpura, David J.; Ganley, Colleen – Society for Research on Educational Effectiveness, 2013
The successful acquisition and development of mathematics skills and concepts is a critical aspect of children's early academic growth. The purpose of this study was to systematically evaluate the unique relations of working memory and language to a range of specific early mathematics skills in a sample of preschool and kindergarten age children.…
Descriptors: Mathematics Skills, Short Term Memory, Language Skills, Preschool Children
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Kidd, Julie K.; Carlson, Abby G.; Gadzichowski, K. Marinka; Boyer, Caroline E.; Gallington, Debbie A.; Pasnak, Robert – Journal of Research in Childhood Education, 2013
A test of the effectiveness of patterning instruction was conducted with 140 first-graders. First, 383 first-graders from 20 classes were screened on a patterning test. The eight in each class who scored worst were given individual 15-minute lessons on patterning or reading or mathematics or social studies three times weekly for a period of 6 1/2…
Descriptors: Academic Achievement, Grade 1, Elementary School Students, Instructional Effectiveness
Hinton, Vanessa; Stroizer, Shaunita; Flores, Margaret – Investigations in Mathematics Learning, 2015
Number sense is one's ability to understand what numbers mean, perform mental mathematics, and look at the world and make comparisons. Researchers show instruction that teaches children how to classify numbers, put numbers in sequence, conserve numbers effectively, and count builds their number sense skills. Targeted instruction that teaches…
Descriptors: Computation, Case Studies, Young Children, Mathematics Instruction
Crowe, Elizabeth Coyne; Connor, Carol McDonald; Mazzocco, Michele M. M. – Society for Research on Educational Effectiveness, 2011
The purpose of this research is to examine whether the effect of mathematics instructional strategies depends on first graders' entering mathematics skills. In particular, the authors compare Saxon Math, which is a highly scripted whole class mathematics core curriculum and Saxon Math supplemented with student/peer assisted learning opportunities.…
Descriptors: Mathematics Curriculum, Core Curriculum, Learning Strategies, Mathematics Skills
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Crawford, Lindy; Higgins, Kristina N.; Freeman, Barbara – Learning Disabilities: A Multidisciplinary Journal, 2012
Computer-based instruction (CBI) programs have been implemented in classrooms for almost three decades. One advantage of CBI includes allowing the user to tailor instruction to their particular style of learning (Slavin & Lake, 2009). An essential part of individualizing CBI involves the students use of active electronic support tools, which…
Descriptors: Learning Disabilities, Mathematics Curriculum, Metacognition, Secondary School Mathematics
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Lee, Young-Sun; Lembke, Erica – ZDM: The International Journal on Mathematics Education, 2016
The present study examined the technical adequacy of curriculum-based measurement (CBM) measure of early numeracy for kindergarten through third grade students. Our CBM measures were developed to reflect broad and theoretically derived categories of mathematical thinking: quick retrieval, written computation, and number sense. The mastery of these…
Descriptors: Curriculum Based Assessment, Evaluation Methods, Numeracy, Kindergarten
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Foster, Matthew E.; Anthony, Jason L.; Clements, Doug H.; Sarama, Julie; Williams, Jeffrey M. – Journal for Research in Mathematics Education, 2016
This study evaluated the effects of a mathematics software program, the Building Blocks software suite, on young children's mathematics performance. Participants included 247 Kindergartners from 37 classrooms in 9 schools located in low-income communities. Children within classrooms were randomly assigned to receive 21 weeks of computer-assisted…
Descriptors: Mathematics Education, Arithmetic, Kindergarten, Computer Assisted Instruction
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Taub, Gordon E.; McGrew, Kevin S.; Keith, Timothy Z. – Journal of Research in Childhood Education, 2015
This article examines the effect of improvements in timing/rhythmicity on mathematics achievement. A total of 86 participants attending 1st through 4th grades completed pre- and posttest measures of mathematics achievement from the Woodcock-Johnson III Tests of Achievement. Students in the experimental group participated in a 4-week intervention…
Descriptors: Elementary School Students, Elementary School Mathematics, Mathematics Achievement, Intervals
Schaefer Whitby, Peggy J. – ProQuest LLC, 2009
Children with HFA/AS are outperformed by their neuro-typical peers on mathematical problem solving skills even though they have average-to-above-average intelligence (Dickerson Mayes & Calhoun, 2003b); have average-to-above-average computation skills (Chiang & Lin, 2007); and, are educated in the general education setting (Twenty Eighth…
Descriptors: Learning Strategies, Word Problems (Mathematics), Problem Solving, Middle School Students
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